Lesson 5 - Counter Balance and Counter Tension Sequence Completion
Partner Balancing: Counter Balance and Counter Tension Mastery
•Year 5
•Gymnastics
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can we create flowing gymnastics sequences that demonstrate excellent counter balance and counter tension techniques?
Learning Objectives
- Apply excellent gymnastics principles to complete counter balance and counter tension sequences
- Demonstrate understanding of flow and transition between different apparatus and balance types
- Evaluate and refine sequences based on technical excellence and aesthetic quality
Key Outcomes
- Students will complete polished sequences incorporating both counter balance and counter tension on apparatus
- Students will demonstrate smooth transitions and flow between movements and apparatus
- Students will provide constructive feedback to improve their own and others' performances
Equipment & Resources Required
Arrange in stations around hall with clear pathways between
Alternative: Tables, chairs, playground equipment if gymnasium unavailable
Position to cushion any potential falls from apparatus
Alternative: Crash mats, thick PE mats
Include simple criteria checklist for students to use
Alternative: Tablets, paper sheets
Calm instrumental music for concentration and flow
Alternative: Portable speaker, phone with speaker
Key Vocabulary
Two people balancing by pulling against each other with equal force
Two people balancing by pushing against each other with equal force
Smooth, continuous movement from one position to another without stopping
Stretching body parts to create clear, defined shapes and lines
Performing the same movement at different times, like a round in music
Performing movements at exactly the same time together
A series of connected gymnastics movements performed in order
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic counter balance and counter tension techniques
- Safe apparatus use and movement
- Understanding of gymnastics shape and extension
- Partner work and communication skills
Current Skills
- Sequence completion with flow and transitions
- Application of excellence criteria to gymnastics
- Peer evaluation and constructive feedback
- Integration of different apparatus in sequences
Next Steps
- Complex sequence choreography with multiple elements
- Performance quality and artistry development
- Advanced partner work and group sequences
- Competition-standard routine construction
Milestone Indicators
Key Teaching Points
- Excellence in gymnastics means still, silent balances with clear extension
- Counter balance uses pulling forces while counter tension uses pushing forces
- Flow between movements is as important as the static positions
- Peer feedback should be specific, constructive and focused on technique
- Safety awareness must be maintained throughout all sequence elements
- Practice and refinement lead to improved performance quality
- Cooperation and communication are essential for successful partner work
Common Misconceptions
- That counter balance and counter tension are the same thing - emphasise the clear difference between pulling and pushing forces
- That speed equals excitement - teach that controlled, flowing movement is more impressive than rushing
- That complexity always means better - reinforce that excellent basics are better than poor advanced work
- That gymnastics is only about individual performance - highlight the importance of partnership skills
- That mistakes mean failure - encourage learning from errors and continuous improvement
SEN Adaptations
ADHD
- Clear time boundaries, frequent position changes, specific focus tasks
dyspraxia
- Simplified sequences, additional practice time, one-step instructions
autism spectrum
- Clear routine structure, visual sequence cards, quiet practice space available
visual impairment
- Tactile guidance for apparatus positioning, clear verbal descriptions of movements, buddy support system
hearing impairment
- Visual demonstrations, written criteria cards, hand signals for communication
physical disability
- Adapted apparatus height, modified balance positions, wheelchair-accessible alternatives
Cross-Curricular Links
Maths
Geometry - angles, symmetry and reflection in balance positions; measurement of time for sequence duration
Science
Forces and motion - understanding push/pull forces in counter balance/tension; balance and gravity concepts
Art
Performance and composition - creating aesthetically pleasing sequences with flow and rhythm
PSHE
Cooperation and communication skills; building confidence and resilience through challenge
Teacher Guidance
Positioning
Move actively between apparatus stations, positioning for maximum visibility of all working pairs
Observation Focus
Watch for technical excellence in balances, safety in transitions, and quality of partnership communication
Intervention Points
Step in when safety is compromised, when students need technical guidance, or when partnerships need support
Demonstration Notes
Use confident, extended positions to show quality. Contrast excellent with poor examples clearly. Use student demonstrations to highlight success.
Verbal Cues
- •'Strong shapes with extension!'
- •'Feel the equal force between you!'
- •'Flow from movement to movement!'
- •'Three-second holds minimum!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or gymnasium with minimum 12m x 8m clear space plus apparatus positioning areas
Surface Check
Clean, dry, non-slip surface free from obstacles and debris
Equipment Safety
Safety Checks
- •All apparatus checked for stability before use
- •Safety mats correctly positioned around all apparatus
- •No damaged or unstable equipment in use
- •Apparatus appropriate for Year 5 strength and size
Risk Management
Key Risks
- •Falls from apparatus during balancing
- •Collisions between pairs working near each other
- •Muscle strains from inadequate warm-up
- •Overconfidence leading to dangerous attempts
Risk Mitigation
- •Thorough warm-up preparation for all movements
- •Clear spacing between working pairs
- •Progressive skill development from simple to complex
- •Constant teacher supervision and intervention
- •Partner responsibility for safety awareness
- •Clear boundaries on acceptable risk levels
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all apparatus areas
- •Move actively between pairs during sequence work
- •Intervene immediately if unsafe practices observed
- •Monitor fatigue levels and adjust accordingly
Emergency Procedures
Clear stop signal established, first aid kit accessible, emergency contact procedures known to all staff